While staff and departments have saved time from a decrease in administration of common assessment tasks, more time is spent looking at evidence and discussing where typical students in their class fit on the rubric. This is to establish some consistency across all staff. Professional conversations, viewing of work samples, and analysis of class data drive this process. While some may see this as more work, in reality it is just different work. In some ways these discussions should enhance the teaching and learning process.
References Black PJ and Wiliam D 1998, Inside the Black Box: Raising standards through classroom assessment, Kingâ&#x20AC;&#x2122;s College London School of Education, London Hattie, J 2009, Visible Learning, Routledge, Oxford. Wiliam, D 2011a, Embedded Formative Assessment, Solution Tree Press, Bloomington, Wiliam, D 2011b, What Assessment Can and Cannot Do, Pdf, accessed 19 May 2016, <http://www.dylanwiliam.org/Dylan_Wiliams_website/Presentations.html>.
12 â&#x20AC;˘ Barker Institute Learning in Practice